Murrumba State Secondary College

2016 ANNUAL REPORT

Queensland State School Reporting

Inspiring minds. Creating opportunities. Shaping Queensland’s future. Every student succeeding. State Schools Strategy 2016-2020

Department of Education and Training

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Contact Information

Postal address: PO Box 675 Kallangur 4503

Phone: (07) 3490 3222

Fax: (07) 3385 0831

Email: principal@murrumbassc.eq.edu.au

Webpages: Additional reporting information pertaining to Queensland state schools is located on the My School website and the Queensland Government data website.

Contact Person: Mr Paul Pengelly - Principal

School Overview

Murrumba State Secondary College opened its doors in January 2012 as the first secondary site in Queensland to introduce a

Junior Secondary model under the Flying Start initiative. In 2016 we commenced with our fifth cohort of Year 7 and a total

population of approximately 1280 students across Years 7-12. The College has been constructed as part of the Aspire Schools

Public Private Partnership and is the only secondary site in Queensland to operate under this banner.

Situated in Murrumba Downs, one of Brisbane’s thriving northern suburbs and approximately 20kms from the city centre,

Murrumba State Secondary College features first class learning facilities and state of the art technology across the campus. We

have witnessed the delivery of Stage 1, Stage 2, and Stage 3 construction, providing facilities to accommodate more than 1450

students. A fourth stage of construction will commence in Semester 2 2017, with a further 8 classroom block to be delivered,

featuring general learning area classrooms as well as (proposed) a further hospitality kitchen space.

Murrumba State Secondary College is broadly acknowledged as the first choice education provider in the Murrumba Downs

community. Our enrolments fall predominantly within the established enrolment boundary which includes all of the neighbouring

Undurba State School and a portion of the Kallangur State School residents. We are also attracting a significant number of

enrolments via private sector attrition. A suite of excellence programs including the Engineering Excellence Program (EEP),

Spanish Acceleration, Spanish Immersion, High Performance Music Academy (HPM) and the Football Academy, offer rigorous

niche entrance tested learning experiences to both in and out of catchment students in public and private sectors. These

programs have been fully subscribed since inception and represent key points of difference for potential enrolees.

At Murrumba SSC we have a clear focus on,

Striving for personal excellence in academic, sporting and cultural pursuits.

Building a strong and supportive school culture with our College values as foundation.

Nurturing strong and productive partnerships with parents and the wider community

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The College vision learning for life provides a focused mantra and conveys the meaning of why we are here and that for which

we strive. We will achieve our vision because,

we have a strong foundation of values that are touchstones for everything we do

we have an unrelenting focus on quality outcomes for students

we deliver a world-class education

Our College values reflect the very positive and aspirational community perspectives on educating young learners. They guide

our students in their thoughts and actions and instil the essence of that which makes us unique. These values form the very

heart of our College life, and we are recognised within the wider community for:

Respect - showing respect for self, for the dignity of others, our school, our world

Pride - celebrating excellence and sharing our successes

Resilience - picking ourselves up in the face of adversity, refocusing and never giving in

Community - forming strong networks as active citizens in a global community

Quality Learning - our passion for learning and desire to grow

Murrumba State Secondary College was awarded Independent Public School status in 2013 as part of the first round

appointments. Successful application in round one IPS has positioned Murrumba perfectly to build upon the initial “new school”

status for recruitment and purpose-build a team to support current and future innovations. Increased flexibility and local decision-

making facilitates more efficient engagement with human resources strategy and expedites the tailoring of our workforce to

optimise future performance. The outcomes of increased flexibility in this regard has a direct and positive impact on our core

business, quality learning outcomes for students.

Murrumba SSC has led the way in Junior Secondary development through the successful bid to (advance) pilot the Flying Start

initiative. This significant initiative was implemented alongside the process of establishing a new school and has been pivotal in

the influencing the establishment of a learning culture to optimise learning engagement and opportunities for our students. The

Junior Secondary model at Murrumba reflects faithfully, both community and systemic imperatives and was a powerful

springboard for the subsequent larger scale Flying Start pilot and state-wide rollout.

Teaching staff have been recruited from both primary and secondary sectors, with a clear focus on quality pedagogy, ICT

integration skills and specialisation capacity. A clearly defined Junior Secondary model is embedded, with a unique focus on

structural elements that are best suited to each juncture. A strong teaching team approach exists in Year 7, with variances on

the model entering at the Year 8 & 9 junctures to facilitate optimised learning conditions and a scaffolded transition through to

the Senior Phase of learning. The mix of primary and secondary background has resulted in significant positive growth in teacher

expertise and remains a desirable strategy to support future growth.

Murrumba State Secondary College is a member of the Australasian School Accreditation Agency (ASAA), attaining full

accreditation in Term 4 2016, after completion of a self-study in the subsequent three terms. Staff development continues to be

underpinned by the College commitment to the Art and Science of Teaching, supported by a strong commitment to coaching

and mentoring.

Principal’s Foreword

Introduction

Murrumba State Secondary College is recognised as the first choice education provider in the Murrumba Downs community.

We are creating a college where every young learner develops a sense of belonging and is inspired to shape their preferred

future. The College vision learning for life provides a focused mantra that is so much more than words on an emblem. It

conveys the meaning of why we are here and that for which we strive. It is woven into the very fabric of our culture. We will

achieve our vision because; we have a strong foundation of values that are touchstones for everything we do, we have an

unrelenting focus on quality outcomes for students and we deliver a world-class education.

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This report covers a wide range of key elements reflecting the status of educational services provided to our learning community

in 2016.

School Progress towards its goals in 2016

Key priorities:

Lift whole College reading outcomes

Lift whole College Writing outcomes

Optimise our Learning Culture

FOCUS

AREA

COLLEGE

PRIORITIES

2017

IMPROVEMENT STRATEGIES AND ACTIONS 2017

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Su

ccessfu

l

Le

arn

ers

Know our

learners

Meet our

learners’

needs

Analyse Student Data

Enhance and embed planning and goal setting processes to better address individual student learning needs

Embed expectations for differentiation in both planning and implementation

Extend TrackEd implementation to include LOL and Executive Team reference

Embed protocols to identify, track and celebrate student performance against a Murrumba JCE recognition

Embed Data MaLT and AIM forums to enhance knowledge and accountabilities re individual student learning progress toward goals

Embed Senior Secondary tracking, assessment and reporting processes around achievement, attendance, QCE, VET and QCS.

Embed existing tracking and reporting regarding QCE alignment to supplement SETP process in Year 10

Extend Data Wall strategy to include planning for teacher engagement

Improve student attendance

Review and re-focus the HOY/DP engagement with, tracking and management attendance

Clarify role of Attendance Officer and implement line management and communication protocols for the role

Embed our College-wide reading program

Review curriculum work programs to ‘clear space’ for embedding reading and writing imperatives

Reading and Writing goals to be included in all teacher & LOL PRDPs and faculty AIPs

Market and celebrate reading progress

Extend focus on developing a passion for reading

Embed common approach to teaching assessment and writing genres Develop a common understanding

Extend focus questions,3,6,& 7 in the ASOT framework to develop common language and quality reflective teaching practices

Embed focus on collective and individual goal setting

Embed Literacy & Numeracy Priority

Embed College-wide Literacy and Numeracy Lesson Starters that address key aspects as identified through NAPLAN and internal data sources.

Implement daily writing for pleasure in English and SOSE faculties

Review and enhance numeracy program to better align with student learning needs

Enhance strategies to identify and address individual student learning needs in Numeracy

Upper 2 Bands

Further develop strategies and programs to cater for the ability levels and optimal learning for U2B students in all faculties

Explicitly align Reading for Life agenda with U2B improvement and develop staff capacity

Embed differentiation strategies and common identification and planning practices across all year levels

Embed Excellence Programs

Review and further develop High Performance Music marketing, identification, recruitment and celebration strategies

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Gre

at

Peo

ple

Deepen our professional knowledge Develop our professional practice Develop our professional engagement

Curriculum Priorities

Prioritise planning for Senior Phase to build staff capacity, knowledge and confidence

Continue to review year 7-10 work programs to reduce coursework/content and facilitate focus on reading and writing

Embed Reading for Life strategy in all faculties - celebrate and market successes

Embed common approach to writing and assessment genres

Review and enhance QCS and NAPLAN preparation and analysis programs to optimise positioning re NAPLAN Online

Enhance staff engagement with writing

Extend focus on U2B and extension strategies

Develop staff expertise in Growth Mindset in preparation for 2018 priority

Build Capacity with ICTs

Implement strategies to enhance BYOD take-up and engagement

Re-invigorate strategies to develop & maintain 100% staff achievement of Digital Pedagogical Licences & iPad incentive

Implement iPad Parent Education resources

Enhance focus on community engagement with BYOD initiative. Review models in place

Develop parent engagement strategies to support eLearning and BYOD

ASOT Implementation

Further develop rich and positive feedback culture via formal and informal feedback loops for teaching and non-teaching staff

Review and Embed focus questions,3,6&, 7 from the ASOT framework to develop common language and quality reflective teaching practices

Further develop and embed Classroom Profiling and link to ASOT, PRDPs and the College PD Plan

Extend professional practice through “Learning Lounge”, ICT Café and Murrumba Magic initiatives

Extend regime of regular formal and informal observations and feedback

Building the capacity of our teachers

Embed Quality Learning Coach positions and implement reporting and accountability framework

Extend Classroom Profiling training to include all LOLs and key staff

Implement Classroom Profiling/Pedagogy Coach position (QLC team)

Review and enhance the co-teaching initiative

Extend and enhance staff and student welfare strategies

Further enhance staff celebration and recognition strategies

Incubate focus on Growth Mindset and position for 2018 commencement of implementation

Enhance and Embed Learning Lounge and CLC initiatives

Developing Performance Framework

Implement Professional Development Plan which reflects the needs of the workforce and aligns with College Vision/Values and the ASOT framework

Enhance engagement with performance review program that clearly aligns with College imperatives , the ASOT framework & DPF

Develop self and others

Optimise our Learning Culture

Review and embed Check & Connect strategy

Implement strategy to develop high performance leadership team

Formalise aspirant program and build capacity through Performance Development Program and aspirant program

Complete PPRD Plan and implement in consultation with DDG

Extend and Embed Pride Group and student leadership initiatives

Embed Active Volunteering focus and enhance (& celebrate) both student and staff engagement

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En

ga

ged

Part

ne

rs

Embrace

our

autonomy

Nurture and market a vibrant and positive College culture

Further enhance embedment of College vision and values

Continue to develop “The Murrumba Way” as a concept

Establish key working party and engage college and community members under Beacon initiative

Engage whole College community in establishment of new House structure

Embed College traditions with reflection on Senior and Junior Secondary phases

Parent and Community Engagement

Review existing communication and engagement strategies to ensure potential is optimised

Review and enhance communication and engagement with Compass portal

Embed governance structures aligned with ASAA domains

Streamline communication protocols and community feedback procedures

Partnerships

Extend the existing, and foster new partnerships to support student learning outcomes at all levels

Explore opportunities to develop further partnerships to support key excellence programs

Further develop the LOL Int. Studies and Partnerships to enhance establishment of strategic partnerships with all faculties

Hig

h

Sta

nd

ard

s

Know our data and strategies

Quality assure College structures and processes

Extend and quality assure the Compass rollout to include Professional Development and Learning Environment modules

Implement recommendations from ASAA self-study

Implement new AIM and MaLT initiatives

Review Student Management Framework, RBPS & Wellbeing framework

Implement rigorous Murrumba Junior Certificate of Education (MJCE), QCE and QCS tracking and reporting strategies

Implement improved tracking individual goal-setting strategies for all students

Further develop SET Planning procedures and protocols

Implement strategies to elicit cyclic feedback from the community regarding operations of the College

Future Outlook

Key priorities:

Lift whole College reading outcomes

Lift whole College Writing outcomes

Optimise our Learning Culture

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Our School at a Glance

School Profile

Coeducational or single sex: Coeducational

Independent Public School: Yes

Year levels offered in 2016: Year 7 - Year 12

Student enrolments for this school:

Total Girls Boys Indigenous

Enrolment Continuity

(Feb – Nov)

2014 758 367 391 22 94%

2015* 1010 492 518 31 94%

2016 1246 605 641 43 95%

Student counts are based on the Census (August) enrolment collection.

*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

In 2016, there were no students enrolled in a pre-Prep** program.

** pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living across 35 Aboriginal and Torres Strait Islander

communities, in the year before school (http://deta.qld.gov.au/earlychildhood/families/pre-prep-indigenous.html).

Characteristics of the Student Body

Overview The student body of Murrumba State Secondary College is diverse in nature and background. It broadly consists of:

A mix of family backgrounds from urban areas.

A mixed, but overall average socio-economic rating as measured by the ICSEA result on the MySchool website.

A small but growing percentage of students from Aboriginal and Torres Strait Islander backgrounds.

A small percentage of students from non-English speaking backgrounds.

A majority of families working in the retail, small business and trade-related industries

Average Class Sizes The following table shows the average class size information for each phase of schooling.

AVERAGE CLASS SIZES

Phase 2014 2015* 2016

Prep – Year 3

Year 4 – Year 7

Year 8 – Year 10 24 24 25

Year 11 – Year 12 17 18

*From 2015, data for all state high schools include Year 7 students. Prior to 2015, only state high schools offering Year 7 had these students included in their counts.

Curriculum Delivery

Our Approach to Curriculum Delivery The Art and Science of Teaching is a comprehensive framework that uses knowledge about teaching and learning to define the learning process. Though classroom instructional strategies should clearly be based on sound science and research,

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knowing when to use them and with whom is more of an art. In The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, developed by Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students. To ensure student learning is truly effective, teachers at Murrumba SSC examine every component of the teaching process with equal resolve. A program of implementation has been developed to ensure strategic integration across the College. This is being supported by an extensive professional development program supported by instructional leadership.

Our distinctive curriculum offerings include:

Engineering Excellence Program

Spanish Acceleration Program

Spanish Immersion Program

High Performance Music Academy

Football Academy

Undurba State School Year 6 students complete their Spanish lessons on our campus with our staff.

.

Co-curricular Activities

Numerous volunteering, service learning and peer mentoring opportunities are available to students across all year levels in a range of different contexts.

Numerous musical, dance, film and television, visual art and drama based activities including a choir, strings ensemble, stage band, rock band, soloists, musical, short film competitions and more.

Engineering and Robotics clubs involving both our students and feeder school students.

Numerous teams entering the annual Optiminds competition.

Team entries into the Reader’s Cup competition.

Numerous sport-based teams, competitions and training programs including Rugby League, Rugby Union, 7-a-side Rugby Union, Futsal, Football (soccer), Netball, Aerobics, Hockey, Triathlon and Athletics.

Various student leadership related activities including excursions, guest speakers and student involvement in broad aspects of College life and decision making processes.

How Information and Communication Technologies are used to Assist Learning Information and Communication Technologies (ICTs) form an important aspect of supplementing and enhancing student

learning at Murrumba State Secondary College. There is a large percentage of teaching staff in the College who have attained

their Digital Pedagogical License. This recognises the higher level of skills that these teachers have in being able to maximise

the potential of various ICTs, including the interactive data projectors which can be found in every classroom. Students also

have access to a large number of laptops, both in their classrooms and in iServices during lunch breaks. All Year 10 students

have access to their own NSSCF funded tablet computer.

iServices is a technology hub within the College that students can access both as a part of classroom learning activities and in

their own time before and after school and at lunch breaks. Students can access a range of tablet and laptop computers, a

Huemi table (a 42-inch touchscreen table), a media room (complete with a ‘green’ wall), plus various audio visual devices.

Students are provided with access to electronic textbooks, as well as homework which is completed online in many subjects. Students are encouraged to communicate with staff, including the sending and receiving of assignment drafts and submissions via email wherever possible.

Social Climate

Overview Students at Murrumba State Secondary College are supported by a range of support staff and pastoral care programs that

focus on their social, emotional and physical well-being. Students are supported in a range of different ways by support staff

which include the College Chaplain, Guidance Officer and School Based Youth Health Nurse. Students also develop pastoral

care relationships with their Connect and Access teachers and their Heads of Year, whose focus is to ensure the emotional and

social wellbeing of their students.

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Students engage in a pastoral care program for one lesson per week which targets a range of different focus areas including

stress and time management, goal setting, career and subject planning, bullying, peer relationships, self-esteem issues and

much more.

There are also a number of additional programs which operate within the College, including gender specific boys and girl’s programs run by the Chaplain, Nurse and outside providers, as well as various other tailored programs.

Parent, Student and Staff Satisfaction Parent opinion survey

Performance measure

Percentage of parents/caregivers who agree# that: 2014 2015 2016

their child is getting a good education at school (S2016)

97% 94% 97%

this is a good school (S2035) 92% 93% 95%

their child likes being at this school* (S2001) 97% 96% 98%

their child feels safe at this school* (S2002) 94% 93% 95%

their child's learning needs are being met at this school* (S2003)

95% 93% 98%

their child is making good progress at this school* (S2004)

97% 96% 95%

teachers at this school expect their child to do his or her best* (S2005)

98% 100% 100%

teachers at this school provide their child with useful feedback about his or her school work* (S2006)

91% 93% 97%

teachers at this school motivate their child to learn* (S2007)

95% 91% 92%

teachers at this school treat students fairly* (S2008) 91% 89% 92%

they can talk to their child's teachers about their concerns* (S2009)

91% 89% 98%

this school works with them to support their child's learning* (S2010)

87% 89% 92%

this school takes parents' opinions seriously* (S2011) 89% 79% 87%

student behaviour is well managed at this school* (S2012)

87% 83% 90%

this school looks for ways to improve* (S2013) 94% 94% 93%

this school is well maintained* (S2014) 97% 99% 95%

Student opinion survey

Performance measure

Percentage of students who agree# that: 2014 2015 2016

they are getting a good education at school (S2048) 96% 92% 98%

they like being at their school* (S2036) 91% 85% 92%

they feel safe at their school* (S2037) 95% 92% 89%

their teachers motivate them to learn* (S2038) 96% 89% 93%

their teachers expect them to do their best* (S2039) 98% 98% 97%

their teachers provide them with useful feedback about their school work* (S2040)

90% 91% 87%

teachers treat students fairly at their school* (S2041) 81% 81% 84%

they can talk to their teachers about their concerns* (S2042)

77% 74% 81%

their school takes students' opinions seriously* (S2043)

88% 79% 78%

student behaviour is well managed at their school* (S2044)

83% 74% 77%

their school looks for ways to improve* (S2045) 97% 91% 94%

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Performance measure

Percentage of students who agree# that: 2014 2015 2016

their school is well maintained* (S2046) 98% 95% 94%

their school gives them opportunities to do interesting things* (S2047)

96% 93% 95%

Staff opinion survey

Performance measure

Percentage of school staff who agree# that: 2014 2015 2016

they enjoy working at their school (S2069) 95% 79% 89%

they feel that their school is a safe place in which to work (S2070)

98% 88% 98%

they receive useful feedback about their work at their school (S2071)

86% 72% 85%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)

83% 66% 76%

students are encouraged to do their best at their school (S2072)

95% 97% 97%

students are treated fairly at their school (S2073) 93% 86% 94%

student behaviour is well managed at their school (S2074)

85% 55% 81%

staff are well supported at their school (S2075) 92% 59% 82%

their school takes staff opinions seriously (S2076) 85% 62% 75%

their school looks for ways to improve (S2077) 95% 81% 97%

their school is well maintained (S2078) 98% 97% 100%

their school gives them opportunities to do interesting things (S2079)

87% 89% 94%

* Nationally agreed student and parent/caregiver items # ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement. DW = Data withheld to ensure confidentiality.

Parent and community engagement Numerous methods have been used to involve parents in their child’s education at the College. Many public forums were held prior to the College opening. These forums, committees and sub-committees formed the basis of much of the development of the College uniform, values, name, logo, motto and much more. Since then, a raft of both public and parent community events including open days, information nights and parent education evenings have taken place to encourage parents to have more input, and provide feedback on the formation and direction of the College.

There have also been numerous publications and resources provided to parents both electronically and in person, including;

Academic Success Handbooks, an iTunes U parent education course, a Murrumba State Secondary College App for iPhone

and Android, a social media and internet safety parent workshop, as well as a majority of correspondence occurring via email

and electronic Newsletter.

Respectful relationships programs The school has developed and implemented a program or programs that focus on appropriate, respectful and healthy relationships. These learning experiences are delivered through a range of programs including, Health curriculum, Access programs and Student Support Service programs. Experiences are appropriated targeted according to age level of the audience.

School Disciplinary Absences The following table shows the count of incidents for students recommended for each type of school disciplinary absence reported at the school.

SCHOOL DISCIPLINARY ABSENCES

Type 2014* 2015** 2016

Short Suspensions – 1 to 5 days 145 125 158

Long Suspensions – 6 to 20 days 8 8 11

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Exclusions 2 1 4

Cancellations of Enrolment 1 2 9

* Caution should be used when comparing post 2013 SDA data as amendments to EGPA disciplinary provisions and changes in methodology

created time series breaks in 2014 and 2015.

**From 2015, Exclusion represents principal decisions to exclude rather than recommendations for exclusion. From 2015 where a principal decided not to exclude, a small number of recommendations for exclusions have been counted as a long suspension. Exclusions, Cancellations and Long & Charge Suspensions may be upheld or set aside through an appeals process.

Environmental Footprint

Reducing the school’s environmental footprint As a Public Private Partnership (PPP) school the use and monitoring of electricity and water within the College falls under the provisions of the external facility manager. Murrumba State Secondary College has been awarded a 4 green star education design V1 rating. Some of the environmental elements include the capturing and filtering of stormwater runoff, installation of underground rainwater tanks and the use of natural light, reducing the College’s energy consumption. Numerous additional measures have also been taken to reduce electricity and water use throughout the College which include; water-saving devices installed, fluorescent and low-energy lighting used and buildings designed to maximise air-flow and hence reduce air-conditioner and fan use.

ENVIRONMENTAL FOOTPRINT INDICATORS

Years Electricity

kWh Water

kL

2013-2014 89,769 0

2014-2015 425,489

2015-2016 460,366

The consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool by each school. The data provides an indication of the consumption trend in each of the utility categories which impact on the school’s environmental footprint.

School Funding

School income broken down by funding source School income, reported by financial year accounting cycle using standardized national methodologies and broken down by funding source is available via the My School website at http://www.myschool.edu.au/.

To access our income details, click on the My School link above. You will then be taken to the My School website with the following ‘Find a school’ text box.

Where it states ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

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School financial information is available by selecting ‘School finances’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of income by funding source.

Our Staff Profile

Workforce Composition

Staff composition, including Indigenous staff

2016 WORKFORCE COMPOSITION

Description Teaching Staff Non-Teaching Staff Indigenous Staff

Headcounts 98 36 <5

Full-time Equivalents 95 25 <5

Qualification of all teachers

TEACHER* QUALIFICATIONS

Highest level of qualification Number of classroom teachers and school leaders at the

school

Doctorate 0

Masters 8

Graduate Diploma etc.** 19

Bachelor degree 65

Diploma 3

Certificate 0

*Teaching staff includes School Leaders **Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Professional Development Expenditure On and Teacher Participation in Professional Development

The total funds expended on teacher professional development in 2016 were $126 642.00

The major professional development initiatives are as follows:

Reading 4 Life and Writing 4 Life initiatives

7 Steps to Writing

The Art and Science of Teaching

Professional Learning Communities Coaching and Mentoring

Coaching & mentoring

First Aide

eLearning and digital pedagogy

The proportion of the teaching staff involved in professional development activities during 2016 was 100%.

Staff Attendance and Retention Staff attendance

AVERAGE STAFF ATTENDANCE (%)

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Description 2014 2015 2016

Staff attendance for permanent and temporary staff and school leaders. 97% 96% 96%

Proportion of Staff Retained from the Previous School Year From the end of the previous school year, 95% of staff was retained by the school for the entire 2016.

Performance of Our Students

Key Student Outcomes

Student Attendance

Student attendance

The table below shows the attendance information for all students at this school:

STUDENT ATTENDANCE 2016

Description 2014 2015 2016

The overall attendance rate* for the students at this school (shown as a percentage). 91% 92% 91%

The attendance rate for Indigenous students at this school (shown as a percentage). 88% 90% 87%

*The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

The overall student attendance rate in 2016 for all Queensland Secondary schools was 90%.

AVERAGE STUDENT ATTENDANCE RATE* (%) FOR EACH YEAR LEVEL

Year Level

Prep Year

1 Year

2 Year

3 Year

4 Year

5 Year

6 Year

7 Year

8 Year

9 Year 10

Year 11

Year 12

2014 94% 93% 91% 89%

2015 94% 92% 93% 91% 90%

2016 93% 90% 92% 91% 89% 86%

*Attendance rates effectively count attendance for every student for every day of attendance in Semester 1. The student attendance rate is generated by dividing the total of full-days and part-days that students attended, and comparing this to the total of all possible days for students to attend, expressed as a percentage.

DW = Data withheld to ensure confidentiality.

Student Attendance Distribution The proportions of students by attendance range:

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Description of how non-attendance is managed by the school Non-attendance is managed in state schools in line with the DET procedures, Managing Student Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

At Murrumba State Secondary College, student attendance is marked electronically by teachers at the beginning of each day, and in the first 10 minutes of every lesson. This allows the College administration to monitor student attendance very closely on a lesson by lesson basis. The College utilises a range of measures to monitor and manage student attendance. Parents will receive a text message if their child has been marked absent from school for the day without a reason. This allows parents to be informed ASAP in case a discrepancy has occurred in the child’s attendance which requires follow-up at home. For any ongoing absences, parents will receive contact from the College administration to ascertain the nature and duration of any possible extended absence with the view of the student returning to the College as soon as possible. A College Attendance Officer works in collaboration with Heads of Year, Connect Teachers and Deputy Principals to monitor and quality assure attendance.

A range of positive and proactive strategies are also in place to encourage maximum student attendance.

NAPLAN

Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 are available via the My School website at http://www.myschool.edu.au/.

To access our NAPLAN results, click on the My School link above. You will then be taken to the My School website with the

following ‘Find a school’ text box.

Where it states ‘School name’, type in the name of the school you wish to view, select the school from the drop-down list and select <GO>. Read and follow the instructions on the next screen; you will be asked to confirm that you are not a robot then by clicking continue, you acknowledge that you have read, accepted and agree to the Terms of Use and Privacy Policy before being given access to the school’s profile webpage.

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School NAPLAN information is available by selecting ‘NAPLAN’ in the menu box in the top left corner of the school’s profile webpage. If you are unable to access the internet, please contact the school for a paper copy of our school’s NAPLAN results.

Year 12 Outcomes

OUTCOMES FOR OUR YEAR 12 COHORTS

Description 2014 2015 2016

Number of students receiving a Senior Statement 142

Number of students awarded a Queensland Certificate of Individual Achievement. 1

Number of students receiving an Overall Position (OP) 58

Percentage of Indigenous students receiving an Overall Position (OP) 33%

Number of students who are completing/continuing a School-based Apprenticeship or Traineeship (SAT).

8

Number of students awarded one or more Vocational Educational Training (VET) qualifications (incl. SAT).

109

Number of students awarded an Australian Qualification Framework Certificate II or above.

106

Number of students awarded a Queensland Certificate of Education (QCE) at the end of Year 12.

140

Percentage of Indigenous students awarded a Queensland Certificate of Education (QCE) at the end of Year 12.

100%

Number of students awarded an International Baccalaureate Diploma (IBD). 0

Percentage of OP/IBD eligible students with OP 1-15 or an IBD. 76%

Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification.

100%

Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving an offer.

94%

As at 3rd February 2017. The above values exclude VISA students.

OVERALL POSITION BANDS (OP)

Number of students in each band for OP 1 - 25

Years OP 1-5 OP 6-10 OP 11-15 OP 16-20 OP 21-25

2014

2015

2016 7 16 21 14 0

As at 3rd February 2017. The above values exclude VISA students.

VOCATIONAL EDUCATIONAL TRAINING QUALIFICATION (VET)

Number of students awarded certificates under the Australian Qualification Framework (AQF)

Years Certificate I Certificate II Certificate III or above

2014

2015

2016 45 90 68

As at 3rd February 2017. The above values exclude VISA students.

Apparent Retention Rate – Year 10 to Year 12

APPARENT RETENTION RATES* YEAR 10 TO YEAR 12

17

Description 2014 2015 2016

Year 12 student enrolment as a percentage of the Year 10 student cohort. 86%

Year 12 Indigenous student enrolment as a percentage of the Year 10 Indigenous student cohort.

100%

* The Years 10 to 12 Apparent Retention Rate is defined as the number of full-time students in Year 12 in any given year expressed as the percentage of those students who were in Year 10 two years previously (this may be greater than 100%).

Student Destinations Post-school destination information The results of the 2016 post-school destinations survey, Next Step – Student Destination Report (2016 Year 12 cohort), will be uploaded to the school’s website in September. The report will be available at: http://www.murrumbassc.eq.edu.au/Supportandresources/Formsanddocuments/Pages/Documents.aspx

Early leavers information The destinations of young people who left the school in Years 10, 11 and prior to completing Year 12 are described below.

N/A – This information is not yet available for MSSC